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The course takes a close look at selected methods and approaches to teaching English as a foreign language. With the help of some essential knowledge from psychology and linguistics, the students will become familiar with the historical development of English langugae teaching, including the changing definition and conceptualization of language learning aims. Through studying the theory, preparing, realizing and experiencing practical demonstrations in class and reflecting on them, we are going to seek answers to the following questions: What benefits do these methods and approaches have for our current English teaching practice at lower and upper secondary schools? And what methods can be effectively applied for which purpose?
Last update: Uličná Klára, doc. PhDr., Ph.D. (06.09.2021)
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Course requirements: 2. Required reading; creating an observation sheet for each method/approach based on the required reading; a list of 5 - 10 keywords associated with each method/approach. 3. Micro-teaching (15 min, individually or in pairs - according to the number of students in a seminar group): a demonstration of what one of the methods/approaches looks like in practice, aimed at A2 - B1 level. M-T lesson plan will be sent to my e-mail a day prior to the M-T (by noon).
If the number of students in a seminar group allows: In the seminar that follows, there will be a 2-3 minute reflection of the feedback you have gained from the completed observation sheets. 4. An oral interview (in pairs), max. 2 retakes.
Criteria for assessment: The final grade will result from the assessment of your micro-teaching (max. 30 points), your portfolio (max. 30 points) and the oral interview (max. 40 points). Your micro-teaching will demonstrate the selected method. An excellent presentation involves correct use of English, meeting the principles and using the techniques that are typical for the particular method/approach, and it is original. Your portfolio will contain: - a list of keywords associated with each method/approach - completed observation sheets for each method/approach Each observation sheet reflects the theory of the studied method/approach. No important features are omitted. The observation sheet should help you understand the experience you will have in class; to connect each part of your colleague’s presentation to theory and proper terminology. At least three different approaches to observation sheet design are employed. - your micro-teaching preparation (lesson plan, materials) - your written self-reflection (if possible also based on the feedback you have gained from your colleagues‘ observation sheets) - definition of your own eclectic approach, including reasoning The oral interview: An excellent performance demonstrates your knowledge of all of the discussed methods and approaches, your understanding of their similarities and differences, your ability to compare and contrast their various aspects, basic knowledge of their history, understanding their connection to theories of language and theories of learning, understanding of what influence they have had on current language teaching, and an awareness of what influence they have on you as a future English teacher. While your colleague is talking, you listen carefully, you may make notes, and afterwards you will ask questions that are theoretically in accord with the method/approach and that will address its unmentioned aspects. Before the interview, you will also share your own eclectic approaches and during the interview you will be asked to pose questions that contribute to the understanding of the EA of your co-interviewee.
Scoring: 100 - 90 points............1 89 - 75 points .............2 74 - 65 points .............3 Last update: Uličná Klára, doc. PhDr., Ph.D. (07.09.2021)
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Obligatory: RICHARDS, Jack C.; RODGERS, Theodore S. Approaches and methods in language teaching. Cambridge University Press, 2014. (vybrané kapitoly)
Complementary: ASHER, J.: Learning Another Language Through Actions. Los Gatos: Sky Oaks Productions, Inc., 2003. KRASHEN, S.; TERRELL, T.: The Natural Approach: Language Acquisition in the Classroom. Hemel Hempstead: Prentice Hall Europe, 1988. KUMARAVADIVELU, B. Understanding Language Teaching: From Method to Postmethod. London: Lawrence Erlbaum Associates, 2005. (selected chapters) LARSEN-FREEMAN, D.; ANDERSON, M. Techniques and Principles in Language Teaching. Oxford: OUP, 2011. SKEHAN, P. A. Cognitive Approach to Language Learning. Oxford: Oxford University Press, 1998. HOWATT, A. P. R., WIDDOWSON, H. G.: History of English Language Teaching, Oxford: Oxford University Press, 2004. WILLIS, J.: A Framework for Task-Based Learning. Harlow: Longman, 1996. Last update: Uličná Klára, doc. PhDr., Ph.D. (06.09.2021)
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The following methods will be covered:
Last update: Uličná Klára, doc. PhDr., Ph.D. (06.09.2021)
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